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Description:
An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s):
California;
Georgia;
Illinois;
Kentucky;
Massachusetts;
New Jersey;
New York;
Ohio;
Texas;
Washington;
Wisconsin